UNIVERSITY OF CALIFORNIALINGUISTIC MINORITY RESEARCH INSTITUTEA University of California Multi-Campus Research Unit |
UCLA |
UC Davis |
| UCLA was granted an award for a Title 7 (Bilingual Education Act) Doctoral Bilingual Education Fellowship Program. The campus program, under the direction of Professor Concepción Valadez (Education, UCLA), has announced the winners of these fellowships. We are happy to publically welcome and introduce them to our readers and the field. | |
| Ramona
Maile Barreto is originally from Highland Park, California and was raised
in Ojai, California. As a first generation college student she studied in
México and received her Bachelor's degree in English from UCLA. Barreto
taught high school and worked in community education as a tutor and health
educator in the tradition of popular education. Working as a museum educator,
she developed a curriculum on Chicano Art and traveled nationally to train
teachers and docents working with the exhibition Chicano Art: Resistance
and Affirmation, 1965-1985.
Barreto is currently working on her Ph.D. in Curriculum Studies. As a woman of mixed ethnicity herself, she is concerned with issues of biculturalism and bilingualism as they effect classroom learning. Her research focuses on the interaction between non-native Spanish speaking teachers and native Spanish speaking students in bilingual classrooms. Barreto hopes to collaborate with classroom teachers, community members, and researchers to facilitate an educational process which incorporates the students' home language and culture into the classroom. |
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| Dolores Bernal
is from the Midwest. She is a first generation college student, and received
her BS degree from Kansas State University and her Masters of Public Administration
from the University of Missouri, Kansas City.
Bernal has been in the field of bilingual education 7 years. She was first involved as a community educator and organizer at one of the nation's oldest Latino community organizations, Guadalupe Center, Inc. She held a variety of education-related positions including the director of a Title 7 bilingual preschool, coordinator of a parent education and empowerment program, coordinator of an innovative adolescent literacy project, and assistant to an after-school academic enrichment program for elementary school students. She moved to Los Angeles in 1989 to join the education staff of the National Council of La Raza, working with a national innovative research project which seeks to improve Latino educational opportunities and attainment. In 1991, she left NCLR to teach elementary school in the Pasadena Unified School District, and then worked in UCLA's Teacher Education Laboratory. Bernal is in Curriculum Studies. She is interested in conducting research which identifies the most socio-culturally and linguistically meaningful contexts for Latino students. Her research this past year focused on bicultural teachers and students in the context of alternative schooling. |
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| Kathleen
Contreras was a bilingual teacher for 7 years. She has also taught at
the college level and worked as a private consultant in staff development.
She returns to her alma mater to pursue a Ph.D. in Curriculum and Teaching
Studies with a bilingual emphasis.
Contreras was Coordinator/Director of the Title 7 Bilingual Teacher Training Program at California Lutheran University, teaching courses in bilingual methodology, supervision of bilingual student teachers, as well as developing federal grant proposals. She has also taught courses on bilingual methodology in the UCLA Teacher Education Laboratory and in the Elementary Education Department at California State University, Northridge. As a consultant, Contreras specializes in Specially Designed Academic Instruction for LEP students and staff development in the Language Development Specialist and CLAD/BCLAD (Bilingual, Cross-cultural, Language and Academic Development) teacher training. Contreras is a member of CABE (California Association of Bilingual Education), the UCLA Latino Alumni Association, and PDK(Phi Delta Kappa) (her local chapter cited her as "Teacher of the Year"). She has a BA and 2 teaching credentials from UCLA and a Master's degree in Bilingual Education from UCSB. She recently published a children's literature book in Spanish titled Pan Dulce with Scholastic, Inc. |
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| Corinne Martínez is the daughter of Mexican immigrants and was born and raised in East Los Angeles, California. Growing up in a small working class community, she knows all too well the challenges in achieving academic success. However, her parents have always been extremely supportive of her studies and continue to offer their support, assistance and encouragement. As a product of a Mexican immigrant family she has always been concerned with identifying the factors responsible for the success and failure of bilingual/bicultural communities. Her interest in contributing to the public discourse on educational policy and effective classroom practices developed as a result of her own experiences and opportunities for academic success as well as the limited access, and, often, failure of those around her. She enters UCLA's Doctoral program this Fall. |  |
| UC
Davis receives bilingual education doctoral fellowship program
Davis, CA--The U.S. Education Dept. has awarded UC Davis a bilingual education doctoral fellowship program beginning fall 1994 for three years. Under the directorship of Professors Patricia Gándara and Barbara Merino, (Education, UC Davis), the 10 fellowships were awarded, and we are happy to introduce them. There are now four UC campuses amongst the 10 programs in California, and 30 fellows within the UC system. |
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| Katherine
Richardson Bruna (Sociocultural Studies, UC Davis) originally from Portland,
Oregon, received her BA in Hispanic Studies from Vassar College. After working
at Columbia University's Center for the Study of Human Rights, Katherine
moved to Sacramento where she worked as a bilingual second grade classroom
aide. There she developed an interest in language acquisition and so began
graduate study in Linguistics. She received her MA from UC Davis in 1994,
where she has taught both Spanish and ESL courses.
For her doctoral work, Katherine plans to focus on issues related to language use in immigrant families. Particularly interested in native language loss and its effect on intergenerational relationships, she will examine the effectiveness of bilingual education programs in encouraging the child, family and community to develop both English and native proficiencies. In addition to her training in the U.S., Katherine has studied abroad in San José, Costa Rica and Madrid, Spain. |
[No Photo on File] |
| Esther L. Delgado-Larocco (Instructional Studies, UC Davis) was born in La Habana, Cuba, and immigrated to the US with a younger brother in 1961. When her parents and two siblings arrived 5 years later, the family settled in New Jersey. Esther received her BA from Montclair State College, NJ. She attended CSU Chico, to earn her multiple subjects credential. Both Esther and her husband, Terry, started teaching at Hilmar Unified School District. In 1980, they moved to Chico, where Esther became the first bilingual teacher for Chico Unified School District. Later she pursued an MA in Bilingual/Crosscultural Studies at CSU Chico. She has 4 children and has been a part-time lecturer in CSUC's Bilingual Teacher Preparation Program since 1985. Her research interest lies in the implementation of portfolios as vehicles for student reflection and goal setting. She plans to finish coursework by spring 1995, and to take the qualifying exams next summer. |  |
| Adriana X. Echandía
(Psychological Studies, UC Davis) was born in Colombia, South America and
raised for the most part in Los Angeles. She received her BA in Psychology
from UCLA and her Master's degree in School Psychology from UC Davis. Adriana
worked as a bilingual school psychologist for 5 years in districts composed
primarily of minority pupils. She has made various presentations on assessment
for LEP students and conducted parent education workshops for Spanish speaking
families.
Adriana is currently working as the Interim Director of the Optimal Learning Environment (OLE) Research and Dissemination Project coordinated by Professor Richard Figueroa (Education, UC Davis). Her current research interests are alternative assessment, reform and bilingual, bicultural issues in special education. |
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| Lorie Hammond
(Sociocultural Studies, UC Davis) begins her second year in the PhD program.
She received her BA from UC Davis in American Culture and an MA in bilingual
education. Lorie has been a classroom teacher, ESL and bilingual specialist
for more than 20 years, teaching at all levels and providing staff development.
In 1991, she received the Region III award for Middle School Teacher of
the Year from the California League of Middle Schools for her work with
newcomer students. She is presently the dissemination trainer for BICOMP,
a Title 7 Academic Excellence Project which combines effective science and
language teaching for bilingual students using a thematic, sheltered, constructivist
approach.
Lorie credits her mentor and colleague, Professor Barbara Merino (Education, UC Davis), for inspiring her to pursue a doctoral degree. Her present research interests are staff development for school change; the processes through which English learners explore science and other content; and, the creation of school programs which empower language minority families through home language and culture. |
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| Robert D. Manheimer
(Language & Literacy, UC Davis) was born and raised in Berkeley, California.
He has also lived in Barcelona, San Diego and Hawaii, where he confronted
problems associated with bilingualism and language planning. Rob received
his BA in Spanish Literature and Political Science from UC San Diego in
1985, and his MA in ESL from the University of Hawaii in 1992. He has taught
ESL in California and Hawaii, EFL in Barcelona, and Spanish in California
and Hawaii. Most of his teaching has been with adult language learners.
Rob's research interests include task and content based language learning, native-speaker's reactions to different types of learners' errors, teacher training, and second language reading. He started his PhD program in the fall. Currently Rob is teaching ESL at UC Berkeley and plans an upcoming cycling trip. |
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| María
G. Mejorado (Language & Literacy, UC Davis) born and raised in Sanger,
California, begins her third year in the PhD program. She received her BA
in English Literature from St. Mary's College in Moraga and her MA in Administration,
Planning and Social Policy from Harvard University's School of Education.
Over the last 16 years, María has held various administrative positions
in higher education. She started her career in 1978, as the first coordinator
in the Fresno satellite office of the Early Outreach Program, UC Santa Cruz.
Later she taught English in Puerto Rico and recruited minority students
to CSU Chico.
In 1985, she represented the American College Testing Program (ACT) promoting testing and career assessment tools and conducting training for high school and college counselors. Since 1990, she served as the Director of the Cooperative Education Program in the School of Engineering and Computer Science. María's primary research interest is in the writing process of the Chicano student. Her current work as a Research Assistant for Professor Patricia Gándara (Education, UC Davis) includes the evaluation of the high school Puente Project which includes the writing process as a critical component. |
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| Miguel
P. Molina (Education, UC Davis) was raised in Santa Barbara, California
and comes from a family of fourteen. He earned a BA in English and an MS
in Counselor Education at CSU Sacramento. For the past 10 years Miguel has
worked at CSU Sacramento as an admissions counselor. In this capacity he
was responsible for recruiting, admitting and advising predominantly under-represented
students. As part of his recruitment efforts he made numerous bilingual
(Spanish/English) presentations specifically for Latino migrant students
and their parents. He also worked cooperatively with the Educational Opportunity
Program (EOP), the College Assistance Migrant Program (CAMP), the Minority
Engineering Program (MEP), and the Migrant Education Program.
Miguel will complement his doctoral studies by working as a Research Assistant evaluating high school Puente programs. He would like to teach at the college level in either bilingual or counselor education. His doctoral research will focus on the sociocultural and language factors which influence high school students' decision to attend college. |
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| David A. Quijada
(Sociocultural Studies, UC Davis) was born in Inglewood and raised in San
Marcos, California. He received his BS from UCLA in Applied Mathematics
with a specialization in Computer Programming. Upon graduating he attended
UC San Diego and earned a Single Subject Bilingual Credential. He has taught
junior high and high school and for the Upward Bound Program in San Diego.
He has volunteered as a tutor and mentor with the Prisoner Coalition Program,
Amigos del Barrio Project and Migrant Education's Adopt-a-Family Program.
Currently he is working with Life Line Community Services as a Parent Coordinator and Bilingual Family Counselor. The project involves designing and implementing alternative services such as curriculum for the Elementary Gang Alternative Project within the Oceanside Unified School District. He also co-facilitates the AWARE Group (A World Acting with Respect and Equality). This multi-family group focuses on providing multicultural education and awareness to teenage youth and their families who have been arrested for participating in a hate crime. |
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| Victor Romauldi
(Education, UC Davis) is a third year student. He received his BA in Pychology
from CSU Chico and his MA in Education with a School Psychology Credential
from UC Davis. He speaks Spanish and his native language is Italian. He
has been a practicing School Psychologist since 1990, and has worked extensively
with bilingual students, especially with a Latino background.
Victor has conducted research in Guatemala as part of a longitudinal study on the effects of malnutrition on educational outcomes. More recently he has worked for the Healthy Start Technical Field Office at UC Davis. His current research interests include cultural factors related to the placement of bilingual students in special education and the development of school-based collaborative partnerships to provide a range of family-oriented services among language minority students. |
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| Michele
Sánchez-Boyce (Language & Literacy, UC Davis), is a native
Californian who claims Merced as home. Michele was raised in a multicultural
household with an English-Irish mother and Mexican-American father. As a
military dependent, she spent half of her K-12 school years overseas, graduating
from an international school in La Paz, Bolivia.
Michele received her BA and MA in speech pathology from CSU Sacramento. She has been a school bilingual speech/language therapist for the past 15 years and maintained a private practice. Michele spent 2 intensive summers focusing on bilingual special education in México and returned for a third summer to teach courses on this topic at the Universidad Autónoma de Guadalajara, México. Michele also worked as a staff trainer for the Bilingual Unit of the Special Education Resource Network (SERN). She was selected as a visiting educator for the Division of Special Education at the California Department of Education. She is interested in staff development for teachers and bilingual paraprofessionals, assessment, instructional practices and the use of interpreters in bilingual and special education. |
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